Abdallah M. Kitara, Clement Maganga
This study examined the influence of sports and games on students' academic performance in mathematics in selected public primary schools in Mkuranga District, Tanzania. A mixed-method approach was employed, involving 30 pupils, 15 mathematics teachers, and 3 head teachers. Purposive and stratified sampling were employed. Quantitative data were collected using questionnaires and analyzed using frequencies and percentages, while qualitative data from interviews were thematically analyzed. The results indicated that participation in sports positively correlates with improved concentration, memory, problem-solving abilities, and overall engagement in mathematics learning. Pupils reported that active involvement in games enhanced their focus, comprehension, and collaborative skills, while teachers and head teachers observed increased attentiveness, discipline, and academic performance among physically active students. However, integration of sports into mathematics instruction was limited due to inadequate facilities, lack of trained teachers, time constraints, and minimal community support. The study concludes that sports and games have significant potential as pedagogical tools for improving mathematics performance, but their benefits remain underutilized in the studied schools. Recommendations include integrating sports into the curriculum, providing adequate facilities and training, promoting teacher collaboration, and engaging parents and the community to support school sports programs.